Resumen

SENRA, Clarice Parreira  y  BRAGA, Marco. Future Classroom Lab in Portugal: analyzing the relationship of teachers with an innovative educational environment. Rev. Diálogo Educ. [online]. 2020, vol.20, n.64, pp.434-461.  Epub 22-Abr-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.064.ao11.

In this work, we seek to study the implementation of new Innovative Educational Environments in three Portuguese public schools based on the project “Future Classroom Lab”, developed in the countries of the European Union by European Schoolnet. The study was carried out to understanding how teachers are dealing with this new proposal in their daily lives. The investigation consisted of collecting information from an interview with 6 teachers. Based on the analysis of the interviews, we seek to understand how teachers related to space, technology, and methodologies used during the experience of using Innovative Educational Environments, how the school supported this interaction and how communities of practice were created in the support for that experience. As an instrument of analysis, we elaborated a matrix for each of the 5 dimensions (space, training, technology, a community of practice and methodology) with 5 different stages of classification. From these dimensions, it was possible to understand how teachers use these spaces, what difficulties were encountered, and the suggestions pointed out to improve the use of space by teachers. The partial results show the importance of forming communities of practice in schools and of a system of sharing good practices to support teachers in the integration of technologies and the use of Innovative Educational Environments. Technological integration proposals need to involve the entire school community: teachers, students, managers, and parents; align planning policies and teaching objectives, as well as providing training and support for teachers.

Palabras clave : Innovative Educational Environments; Technology integration; Teacher experience.

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